what does the future hold for e-assessment?
DESCRIPTION
Presentation given by Martin Ripley at eAssessment Scotland 2010TRANSCRIPT
What does the future hold for e-assessment?
Martin RipleyWorld Class Arena Ltd
www.worldclassarena.net
Development and adoption of project
• Cisco, Intel, Microsoft joint contribution to improve education• Joint company taskforce – 9 members• Dr Robert Kozma as consultant
• Aim to improve 21st century skills• Define them clearly• Make them measurable• Connect with the classroom
• Cisco, Intel Microsoft now supporting an international team
Existing models of assessment are typically at odds with the skills, knowledge, attitudes and
characteristics of self-directed and collaborative learning that are increasingly important for
our global economy and fast changing world.
New assessments are needed that measure these skills and provide information that is
needed by students, teachers, parents, administrators, and policymakers to catalyze and
support systemic education reform.
These assessments should engage students in the use of technology and digital resources
and the application of a deep understanding of subject knowledge to solve complex, real
world tasks and create new ideas, content, and knowledge.
Intel, Microsoft, and Cisco Education TaskforceTransforming Education:
Assessing and Teaching the Skills Needed in the 21st CenturyA Call to Action
Assessment in 21st Century
Engagement of countries and other companies
Founder Countries• Australia, Finland, Portugal, Singapore, UK, USA
Other countries can join• Collaborative electronic space
Other companies can fund work• If it fits the project’s program• If the company has relevant expertise• If the company agrees that
all results will be in the public domain, asCisco, Intel and Microsoft have.
White papers developed in 2009 by working groups
• Defining 21st Century Skills• Ms Senta Raizen, WestEd
• Methodological Issues• Dr Mark Wilson, University of California, Berkeley
• Technological Issues• Dr Beno Csapo, University of Szeged, Hungary
• Classrooms and Formative Evaluation. • Dr John Bransford, University of Washington
Dr Marlene Scardamalia, University of Toronto• Policy Frameworks for New Assessments
• Dr Linda Darling-Hammond, Stanford University
Country/ Region Document(s)European Union Key Competencies for Lifelong Learning – A European Reference
Framework, November 2004
Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
Implementation of “Education and Training 2010” Work Programme.
SOURCE: ec.europa.eu/dgs/education_culture/.../ll-learning/keycomp_en.pdf
European Union New Millennium Learners Project: Challenging our Views on ICT and LearningSOURCE:http://www.oecd.org/document/10/0,3343,en_2649_35845581_38358154_1_1_1_1,00.html
USA (Partnership for 21st Century Skills)
P21 Framework Definitions
P21 Framework Flyer
SOURCE:http://www.21stcenturyskills.org/documents/p21_framework_definitions_052909.pdf
Defining 21st Century Skills
Japan Center for Research on Educational Testing (CRET)
Australia Melbourne Declaration on Educational Goals for Young Australians
SOURCE:http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Scotland A Curriculum for Excellence – the Four Capabilities
SOURCE:http://www.ltscotland.org.uk/curriculumforexcellence/index.asp
England The Learning Journey
England Personal Learning & Thinking Skills – The National Curriculum for EnglandSOURCE:http://curriculum.qca.org.uk/uploads/Personal,%20learning%20and%20thinking%20skills%20leaflet_tcm8-12831.pdf
Defining 21st Century Skills
Northern Ireland Assessing the cross curricular skills
SOURCE:http://www.nicurriculum.org.uk/key_stage_3/assessment_and_reporting/cross_curricular_skills.asp
ISTE National Educational Technology Standards for Students, Second Edition, Global Learning in the Digital Age
USA. National Academies, science for the 21st Century
Exploring the Intersection of Science Education and the Development of 21st Century Skills
USA, Department of Labor
Competency Models:
A Review of the Literature and
The Role of the Employment and Training Administration (ETA), Michelle R. Ennis
Defining 21st Century Skills
Defining 21st Century Skills• Conceptual structure
• Ways of thinking• Creativity and innovation• Critical thinking, problem solving• Learning to learn, metacognition
• Ways of working• Communication• Collaboration (teamwork)
• Tools for working• Information literacy• ICT literacy
• Living in the world• Citizenship – local and global• Life and career• Personal, social responsibility
A framework for 21st century skills
Assessments signal priorities for curriculum and instruction Teachers model the pedagogical approachCurriculum developers respond
Schools and teachers tend to focus on what is tested rather than underlying standards or learning goals
May encourage a one-time performance orientation and transmission-type teaching
Instructional/teaching time is diverted to specific test preparation activities
WCAL research
Collaborative problem solving
Collaborative Problem Solving
Social Skills
Participation Perspective taking
Social regulation
Cognitive Skills
Task regulation
Knowledge building
Participation skills
Low• Peripheral participation• Low subjective responsibility for outcomes of collaboration, leading to lurking behaviour• Simple epistemological beliefs (knowledge is perceived as fixed and to be transmitted from
teacher/textbook to learner)
Middle• Activity in scaffolded environments • Responding to cues in communication• Medium subjective responsibility for outcomes of collaboration• Developed epistemological beliefs (knowledge is perceived as fixed, but can be elaborated
through communication and collaboration)
High• Initiating and promoting interaction• Activating and scaffolding others in participation• Ensuring equal participation rates among group members• High subjective responsibility for outcomes of collaboration• Sophisticated epistemological beliefs (knowledge is perceived as fluid, constructed, and
inherently social/collaborative in nature)
Perspective taking skills
Low• Low levels of empathy• High egocentric bias• Social projection (expectation of others as highly similar to oneself)• Ignoring contributions from others• Contributions are not tailored to participants
Middle• Medium levels of empathy• Medium level of egocentric bias• Receptive ability (being able to understand what others want to convey, e.g. from
overhearing)• Contributions from others are taken into account• Contributions are moderately tailored to recipients
High• High levels of empathy• Low or no egocentric bias• Contributions from others are embraced and contextualized with respect to
collaborators’ opinions and skills• Eliciting contributions from others (e.g. through questions)• Contributions are tailored to recipients (audience design)
Task regulation skills
Low• Trial and error hypothesis testing• Unorganized sequence of solution attempts• Little or no goal setting• Variety of taskwork mental models will be ignored
Middle• Forward search through a problem space• Organized sequence of solution attempts• Setting of unspecific goals• Variety of taskwork mental models will be taken into account
High• Reflective regulation• Forward and backward search through a problem space• Strategic oversight over collaborative strategy• Setting of specific goals• Variety of taskwork mental models will be harnessed productively
Knowledge building skills
Low• Knowledge telling• Sharing of information• Isolated contributions• Lack of argumentation patterns
Middle• Critical analysis of information• Building on input from others• Adding information/data• Forming of incomplete arguments
High• Knowledge transforming• Integration and synthesis of multiple artefacts • Forming of complete, proper arguments (explanatory coherence)
Social regulation skills
Low• Low tolerance for ambiguity• Competitive or individualistic social value orientation• Low readiness to negotiate joint understanding• Tendency to withdraw after conflict arises
Middle• Cooperative social value orientation• Attempts to negotiate joint understanding• Conflicts will be avoided• Initiation of compromises
High• Pro-social attitudes• Strategies for conflict resolution• Conflicts are regarded as productive tensions• Initiation of successful compromises
WCAL research
Collaborative problem solving
A simple task (i.e. one we don’t want)
WCAL research
More complex problem solving model
WCAL research
Collaborative problem solvingA complex task (parallel rather than serial processes)
Sample task
WCAL approach
In teams
• Explore environment• Try out ideas• Record interactions• Make sure all team members understand
In teams
• Try out new understanding in slightly different context• Record interactions• Make sure all team members understand
Individually
• Working individually (without help) solve a similar problem which draws on understanding developed in parts 1 and 2
• To be successful as a team all members must complete this task
Sample task
Sample task